Students require that the disciplines in the school offer be evaluated with qualifications instead of notes. The reason? In this way the flight will be discouraged by large environments and the choice of materials considered easier. The students’ proposal is challenged, however, by experts.
Students accuse the phenomenon of chase by notes. Archive
Before analyzing the proposal, which comes from the president of the County Council of Cluj, we should explain what is, in fact, the curriculum at the student’s decision on the school offer. And this, because we are talking about an unknown term for many, but which, during this period, are on everyone’s lips.
Thus, when we say the curriculum at the student’s decision in the school offer, we refer to subjects proposed by each school, certain disciplines from which students choose what they want to study in addition to what they are offered in the common trunk. These options are of three types: to deepen a compulsory discipline, they can introduce a new or integrated material, ie they are structured on knowledge, concentrated around a theme.
The representative of the students: “Stop the flight after the notes!”
What do students want? Students propose that these optional disciplines be evaluated not with notes, but with qualifications. In this way, the children will not run after the average of 10 by choosing simple options, but will go to subjects that, although they are more difficult, are even more interesting, more practical, more useful for the future.
“We are very pleased to find out that the student will be put in the center of the action and will have the power to choose what he wants to want to follow ”, said Andrei Câmpan. “It is somehow, excuse my expression, a run by grades of the students. So I would somehow propose to tend to a transition to qualifications in what CDEOș means, so that students can choose their options after what interests them, to the detriment of hours or teachers who could give them high notes on easy work. “
Marian Stas, Education Expert. Archive
Education specialist: “What is not evaluated is not learned”
However, the solution is not one that works, considers Marian Stas, an education expert. “We are in the face of a typical case of pedagogical and docimological incongruity. Docimology is the science that deals with evaluation, the way we evaluate what we learn. I have heard this thesis on some children from the National Council of Students and, in essence, it is fundamentally wrong ”, explained the specialist. The reason?
What is not evaluated is not learned. “It is essential that all the things we put for learning to be evaluated in one way or another, because otherwise the process itself has no purpose. Now, between evaluation by note and evaluation by qualification, obviously, the rating evaluation is much weaker ”continues Marian Stas.
The new framework plans should foresee a balance between what the children have to learn, ie the subjects in the common trunk, and what they choose from the offer proposed by schools. “Everyone should be forced to learn the Romanian language and the grammar of the Romanian language, but not all must learn physical, and chemistry, and biology. But once chosen physics or chemistry or Biology, It is mandatory to learn it properly and to evaluate it properly ”, explains the specialist.
The matter assessed by qualifications is not taken very seriously
The evaluation, he considers, must have a meaning, a sense, and the discussions on this topic should not be thrown into the derision. “Let’s remember what happened to the matter Religion when the assessment by qualifications was decided. The representatives of the cult did not agree. The reason? Because they knew that the anchor, the hook that is about everything that means the obligation of this subject is the average of the year. When I gave the student the qualification well or very well ended with the relevance and importance of the religion discipline. Obviously, it is lost from the strength of this subject, a force that the cult requires. “
This theory, continues Marian Stas, also applies to the subjects that will be part of the curriculum to the students’ decision. “It does not mean that if the students say something, that something is also structured and founded and correctly scientific ”.
It is true that the chase according to the notes can exist, but here the teacher and its integrity intervene. “If the teachers are without integrity, if they are professionally incompetent, if they go with half measures, obviously they will keep the pole lower and the process will derail to the minimal resistance. It would be a borderless shame to find out that most of the teachers are impostors. ”
The play of oranges
Marian Staș considers that the debates that have taken place so far on the modified schedule of high school students have been a dialogue of deaf, not a conversation between professionals, specialists and experts in the field. “This deaf dialogue fails in two, three dominant messages. First of all, teachers are still afraid that they will stay on the roads because of the restricted subjects, which is not true at all. The subjects are not cut from the program, but are redistributed. And in the case of those who will even stay with fewer hours, they can compensate with extracurricular activities. No one loses anything ”, explains the education specialist.
Then, the desperate attempt of many teachers to introduce as many hours into the program is observed. “Each teacher asks for their subject as much as possible without thinking that the law provides for high school only 30 hours a week. The discussion is like in that game of oranges. It was a game when we were little. A child throws an orange to another child and says, why one and not 8? The next one says why 8 and not 13? And so on the fools, more and more, more and more, more. ”
The conclusion? Everyone wants nothing to change. At least not in the subjects they teach. “Obviously this denotes a ferocious resistance to change.”
And another extremely important aspect: “The coarse form without background in its name Centering student education. Because at the moment the discussions on the framework plans have no connection with the student focus. On the contrary. The first thing that people suffocate is exactly the decision of the students in the school offer. At the moment, the percentage for the students’ decision in the school offer is 10% for the 9th and 10th grades and 20% for the 11th and 12th grades. And this is a beating. It is not a authentic student center, it is an boundless hypocrisy. Teachers continue to be blocked from interests, imposture, incompetence, cynicism. They do not think of children, but only about their hours. The Ministry of Education said clearly and with the subject and predicate: 50% the common trunk, 35% specialized curriculum and what remains is the decision of the students in the school offer. So, practically, centralization is now between 90 and 80%. Where is the freedom of children to choose here? ”, Marian Stas asks.
